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The project RESI investigates the relationship between individual cognitive variables and arithmetic strategies in primary-school children.

The project investigates the role of language and executive functions in cognitive and academic development of elementary school children. The focus is on the comparison of monolingual and bilingual children (especially children from immigrant families), who often differ in terms of their language abilities as well as their academic achievement.

The project investigates the effects of metacognitive executive function training in children from low socioeconomic backgrounds with an emphasis on transfer to academic abilities. Children are recruited in Germany and the UK to ensure greater generalizability. We focus on two age groups (4-6 vs. 8-10 years) to examine whether there is a developmentally sensitive period for cognitive training interventions.

The project NUMBERS investigates two trainings for classroom-based promotion of early quantity-number competencies and self-regulation in classes with a high percentage of immigrant students.

The project SelF deals with the implementation of specific self-regulatory strategies in different areas of application.

The project IPhaMat examined how students of mathematics for primary schools, teachers in the preparatory service, and practising primary school teachers take up an innovative teaching approach to cooperative learning.

Visual perception in children is known to serve as an early indicator of learning and achievement disorders. The project ViWa focuses on the development of visual perception and its relationship to math precursor skills and social-emotional competencies in children aged four to ten years.

The project ANNA focused on precursor skills that are central to the learning of reading, writing, and arithmetic.

The project BÄRENstark! investigated the cognitive causes of learning difficulties in basic scholastic competencies such as reading, spelling, and calculating.

The project MEMO analyzed verbal rehearsal-strategy development in children with and without dyslexia or dyscalculia.